iTeachAZ

Lesson Plan Template (Modified)

Teacher:
Subject:
Leah Maynez
5th Grade Mathematics Problem Solving
Common Core State Standards:
5.NF.A. 2. Solve word problems involving addition and subtraction of fractions referring to the same
whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to
represent the problem. Using benchmark fractions and number sense of fractions to estimate mentally
and assess the reasonableness of answers.
Objective (Explicit):
By the end of the lesson, students will be able to solve the given word problem involving the addition
and subtraction of fractions by using problem solving techniques as well as manipulatives or
equations to represent the problem.
Evidence of Mastery (Measurable):

Include a copy of the lesson assessment.

Provide exemplar student responses with the level of detail you expect to see.
Assign value to each portion of the response.

Student will receive an answer of 30 skittles for the problem-solving question. Skills and techniques
include, but are not limited to using the skittles or drawing visual fraction models or equations to
represent the problem.

Problem-Solving Question:
Mrs. Pettit had a bag of skittles. She gave Mr. Pettit 1/2 of the skittles in the bag. She then gave 1/5 of the
skittles left in the bag to Holt. Mallory asked Mrs. Pettit for skittles, so she told her to take 1/3 of the
skittles that were left. In the end, Mrs. Pettit ate the final 8 skittles, leaving no more skittles in the bag.
How many skittles did Mrs. Pettit have in her bag to begin with?
Possible Exemplar Student Response:

Sub-objectives, SWBAT (Sequenced from basic to complex):

How will you review past learning and make connections to previous lessons?
What skills and content are needed to ultimately master this lesson objective?
How is this objective relevant to students, their lives, and/or the real world?

SWBAT:
Number sense of fractions
Model Fractions
Add/Subtract fractions with the same denominator
Add/Subtract mixed numbers with unlike denominators
Key vocabulary:
Materials:
Problem Solving Question (see evidence of mastery)
Fraction: Part of a whole number
Skittles
Scrap paper
Pencil
Opening (state objectives, connect to previous learning, and make relevant to real life)

How will you activate student interest?

How will you connect to past learning?
How will you present the objective in an engaging and student-friendly way?
How will you communicate its importance and make the content relevant to your students?

Before

I have a problem for you guys solve. This problem does require prior knowledge on fractions.
Teacher Will:

Student Will:

This section is where you review the prior

knowledge of students

What students will be doing

Lets have a short review on

fractions.
2. Teacher will draw a circle with six
parts. How many pieces do I have
in my drawing?
3. If I want to take 1 piece from all 6,
what fraction would that give me?
4. If I wanted to shade the fraction
3/6, how many pieces would I shade
in?
5. Teacher will draw a rectangle with
six parts and shade in one piece.
(Comparing to circle with six parts
and one piece shaded) Does this
drawing represent the same fraction
as our original drawing?
6. Yes they do because we have six
parts in our circle and rectangle with
only one piece shade, which
represents the fraction 1/6. It doesnt
matter that one is a circle or square.
7. Ok, now if I were to take away 1/4
from 1 whole, what fraction am I left
with?
8. Great. How could I represent that
as a drawing?
9. Ok, how about as a equation where
1/4 is my answer?
10. Ok, great. You guys have enough
prior knowledge to be able to solve
this problem. Quickly can anyone
share with me any strategies for
problem solving?
Teacher Will:

1.
2.
3.
4.
5.
6.
7.
8.

This section is where you work with

students on what they are currently
learning supporting new/current
material.

How will students practice all knowledge/skills required of

the objective, with your support, such that they continue
to internalize the sub-objectives?

1. Teacher will pass out the problemsolving question to students. Ok.

You guys will be working on this
problem individually for about 10
minutes.
2. Take out skittles and scrap paper. I
have brought skittles for you guys to
use as manipulatives. You dont

1 - 3. Listen to teachers directions.

4. Begin working on problem solving question.
5. Collaborate and work with other classmates.

During

1.

Listen to teacher.
Students will say, 6.
Students will say, 1/6.
Students will say, 3.
Students will say, Yes.
Listen to teacher.
Students will say, 3/4.
Students will draw a model with four parts with one
piece shaded.
9. Students will write: 4/4 3/4 = 1/4
10. Students can say, Draw a picture, try a simpler form
of the problem, guess and check, make a list, look
back, etc.

Student Will:

have to use them, but remember you

can use any type of problem solving
strategy to solve this problem.
3. After you think you have a
solution, ask yourself: Does my
answer make sense? Is it
reasonable?
4. Alright you guys can start.
Remember, you are doing this
individually for about 10 minutes.
Teacher will encourage students to
continue working on the problem if
they stop.
5. After 10 minutes, tell students they
can now collaborate and work with
other classmates for another 5
minutes.
Teacher Will:
This is where you assess the new/current
material students learner without guided
them (to complete independently i.e. exit
tickets)

Student Will:
How will students independently practice the knowledge
and skills required by the objective?

Students will share their answers and explain their

process as well as share the problem-solving
strategies they used.
Listen to teacher.
Listen and observe teacher.

After

1. Ok, does anyone think they have

1.
the answer and can explain their
process? Can you share with us what
problem solving strategies you
2.
used?
3.
2. Teacher will either confirm students
answers or say it is incorrect.
3. If no one got the correct answer,
teacher will explain the various
ways of coming to a solution (see
evidence of mastery) as well as
demonstrate how to check if her
answer is reasonable.
Closing/Student Reflection/Real-life connections:

How will students summarize and state the significance of what they learned?
Why will students be engaged?

As you guys work on any type of problem, like we worked on a fraction problem today, you can use
various of problem solving strategies, such as drawing a picture, act it out, or using a model. Problem
solving is a process and does take time. However, as you work on more problems, you will gain more
understanding and mathematical power. Meaning even if you may not know what to do exactly, you
will know what to do to get started.